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9781474264280

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Long awaited, this comprehensive and accessible text is an invaluable guide to all those working in the Foundation Phase in Wales. Not only does it support practitioners to understand the links between theory and practice within their context, it also offers a valuable insight into the perceptions of stakeholders in developing this distinct curriculum for 3-7 year olds. This not only recognises and celebrates what has been achieved so far but also highlights some ofthe tensions and challenges that arise through curriculum implementation. This provides a rich stimulus for debate and discussion allowing individuals and groups of practitioners to be critically reflective of their own pedagogical approaches and consider how they might further transform these in meeting the needs of young children. Michelle Palser, Senior Lecturer in Early Childhood Studies, University of Roehampton, UK

Long awaited, this comprehensive and accessible text is an invaluable guide to all those working in the Foundation Phase in Wales. Not only does it support practitioners to understand the links between theory and practice within their context, it also offers a valuable insight into the perceptions of stakeholders in developing this distinct curriculum for 3-7 year olds. This not only recognises and celebrates what has been achieved so far but also highlights some ofthe tensions and challenges that arise through curriculum implementation. This provides a rich stimulus for debate and discussion allowing individuals and groups of practitioners to be critically reflective of their own pedagogical approaches and consider how they might further transform these in meeting the needs of young children. Michelle Palser, Senior Lecturer in Early Childhood Studies, University of Roehampton, UK A very apt book for all people involved in training Foundation Phase practitioners. It will be invaluable for students and teachers alike who require an in-depth discussion of matters relating to the education of under sevens in Wales. Anwen Roberts, Course Director, BA Childhood Studies, Bangor University, UK

A very apt book for all people involved in training Foundation Phase practitioners. It will be invaluable for students and teachers alike who require an in-depth discussion of matters relating to the education of under sevens in Wales. Anwen Roberts, Course Director, BA Childhood Studies, Bangor University, UK Long awaited, this comprehensive and accessible text is an invaluable guide to all those working in the Foundation Phase in Wales. Not only does it support practitioners to understand the links between theory and practice within their context, it also offers a valuable insight into the perceptions of stakeholders in developing this distinct curriculum for 3-7 year olds. This not only recognises and celebrates what has been achieved so far but also highlights some ofthe tensions and challenges that arise through curriculum implementation. This provides a rich stimulus for debate and discussion allowing individuals and groups of practitioners to be critically reflective of their own pedagogical approaches and consider how they might further transform these in meeting the needs of young children. Michelle Palser, Senior Lecturer in Early Childhood Studies, University of Roehampton, UK This book is long overdue in terms of a seminal text for Wales...the authors link pedagogy to practice in a valuable way; case studies and reflective questions open a pertinent line of enquiry that encourages critical analysis in students. Claire Pescott, Senior Lecturer in Education/Early years, University of South Wales, UK

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Amanda Thomas is Senior Lecturer in Early Years Education at the University of South Wales, UK. She has ten years of experience as a primary school teacher. Amanda is currently researching children’s schematic behaviours in the Foundation Phase for her PhD. Alyson Lewis is Senior Lecturer in Early Years Education at Bath Spa University, UK. She has ten years of experience of working as an early years teacher. Alyson is currently researching the concepts and practices of children’s well-being in the early years curriculum for her PhD.

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